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ISSN 1923-6700[Online]
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Cross-Cultural Communication
Vol. 10, No. 5, 2014, pp. 49-54
DOI: 10.3968/5199
Utilization of Media as a Tool for Marginalization: Foreign Bride Game Show
Example
Nesrin Canpolat[a],*; Songül Omur[b]
[a]
Associate. Professor, Nigde University, Faculty of Communication,
Public Relations and Advertisement Department, Turkey.
[b]
Research Assistant, Gazi Univeristy, Faculty of Communication,
Cinema, Radio, Television Department, Turkey.
*Corresponding author.
Canpolat, N., Omur, S. (2014). Utilization of Media as a Tool
f o r M a rg i n a l i z a t i o n : F o r e i g n B r i d e G a m e S h o w E x a m p l e .
Cross-Cultural Communication, 10(5), 49-54. Available from:
h t t p / / w w w. c s c a n a d a . n e t / i n d e x . p h p / c c c / a r t i c l e / v i e w / 5 1 9 9
DOI: http://dx.doi.org/10.3968/5199
Received 12 March 2014; accepted 8 June 2014
Published online 31 July 2014
INTRODUCTION
Abstract
The World is based on relation among I/we and you /
other. The relation mentioned by Marx through
addressing identity among production and consumption
addresses happenings among I/other concept welltimedly as well. “Each of them, is not other directly, it
is not intermediary of other as well, but each of them
creates the other while each of them emerges” Foucault,
trying to show there is an general insane status for all
societies, quotes obligation condition of the other as “It
is obligation that some individuals, some behaviours,
some events, some characteristics have to be divided into
a series of obligation condition which keeps them out
the system and the field to make public act as society”.
(Sözen, 1999, p.29; Marx 1979, p.254; Foucault, 2003,
p.216). Necessity mood of the other is considered as
presupposition for identifying subject itself according to
Zizek. I need other subject for identify my own identity
through a sense of identity as self which does not know
about itself by its constitution, Thought of the other about
my identity is engraved upon heart of my own private
identity (Zizek, 2002, p.97; İnceoglu ve Çoban, 2014, p.8).
Concordantly, the other is needed for an individual and
social constitution to identify itself, it is not possible those
constitutions position themself without the other.
When observation of historical process of the other,
relation with the other is established based on visits done
by Western societies to “the other lands” and predatory
thought of those societies as initial contact among
different culture and different societies. But this is an
insufficient aspect for historical evolution processes.
Media, which is one of the primary sources of meaning
schemas in a society, paves the way for establishing
different social maps with the statements offered.
Television is one of the most efficient fields, where social
group members are subject to classification as “ours” and
“others”. Television is not an environment, where images
flow and echo only, but it is a tool, where individuals
construct their identities, define themselves and reflect
their fears, dreams and wishes related to others. In this
study1, a foreign bride game show, which was broadcasted
live and where the program aimed to add an individual
outside of Turkey with different language, religion and
culture to a traditional Turkish family, is examined on
the basis of critical statement analysis. It is seen on the
program that we define and construct our own identity on
television screen with Turkish men, Turkish customs, and
foreign girls’ statements. Also, the language used in the
program, the stressed words, the places shown, organized
activities, the behaviors put forward showed that a clear
marginalization strategy is being made.1
Key words: Marginalization; Media; Television;
Traditional Trikish family; Cultural development
1
The Study has been represented at the 1. International
Communication Science and Media Researches coferenceheld on
12-14 May 2014 by Kocaeli University Communication Faculty
and Florida International University, school of Journalism andMass
Communication and has been issued by proceedings book.
49
Utilization of Media as a Tool for Marginalization:
Foreign Bride Game Show Example
Discovering the new World has imposed consideration of
existence of unlimited diversity of publics, countries and
life styles in a finite world. When consideration historical
evolution, humans do not stay in a stable place/ locality,
they are always mobile to discover new lands. Human
being, have to protect themselves from predaceous animal,
to survive in severe conditions and to meet their needs,
have to keep in touch with “others” (Schnapper, 2005,
pp.25-26; Gönen, 2010, p.91).
Living is an event including communication net and
activities in itself. We, human being, start to affect and
change environment and to be affected by environment
since existence of human being. The bilateral transaction
lasts while our life lasts. We exhibit our identity,
knowledge, earwitnesses, capabilities by our attitudes.
Briefly, we use communication to understand, learn,
tell and to reach others. We are in communication
net as audience, readers and listener except being in
communication with ourself and other (Usluata, 1994, p.7).
The net has lasted as humanitarian process where
we make the world meaningful and share the meaning
with others thanks to media (Mutlu, 1994, p.99). Media,
designer of the net, has been living and processing like
nets which we wonder or we do not wonder how nets stick
on corners and does not come off though we try to get rid
of well designed nets spinning by spiders (http://www.
acikbilim.com). Media is assigned to particular duties in
all social systems (Macbride, 1993, p.15):
Informing: Gathering, storing, processing and
distribution of views, comments, message, data and
news which are a necessity for taking decision about and
realizing individual, social national and international
events levelly.
Socialization: Forming common knowledge and
though the fund which is going to make necessity
awakening easier to make each individual to integrate
with social life where individuals take place, to participate
in social life effectively.
Motivation: Monitoring the last aim and recent aims
to be reached by each social community; sublimate
individual preferences and longings, advising individual
and mass activities of making common aims real.
Discussion and Dialogue: Presentation of information
units necessary for enlightening current problems about
social interest, making reconciliation easier and making
exchange real; to provide necessary units for making
social interest and participation strength of all local,
national and international problems.
Education: To provide necessary information
assisting achieving skills and talents at all stages of life
for improvement of thought and personality formation.
Cultural Development: Spreading cultural and
artistic structures to protect historical heritage; providing
enlargement cultural scopes through prompting
imagination, esthetical necessities and creativity.
Entertainment: Spreading creative activities such as
theatre, dance, art, literature, music, sport and game to
Copyright © Canadian Academy of Oriental and Occidental Culture
public and individual activities through public opinions
like marks, symbols, voices.
Integration: Making individual reach pluralism
through providing messages necessary for all individuals
and groups to comprehend conditions, thoughts and
longings of other, know each other interrelatedly in local,
regional, national and international platform.
C o r re l a t i o n ( C o r re l a t e , C o m m e n t ) : M e d i a
communication conditions and occurences as well as
it correlates them with other occasions and establishes
opinion (Yüksel, 1997). Functions, deal with positive
effects of media above mentioned, reflects thoughts of
main stream. But, functions mentioned by media give
important tips about importance of media in individual
and social concept. According to critical approaches acting
up to class society analysis of Marxism; class dominating
media production means also dominates property and
supervision, it produces aiming at protecting interests
of dominant class and media is mean of ideological reproduction (Bal, 2004, p.49).
Barret identifies ideology as discursive and
semiological mechanism occluding, legalising, becoming
natural and even universalistic and all of them may be
called as making mystical. Ideology refers to a function
or mechanism though it is considered as a general concept
indicating it as making mystical explicitly (Güneş, 1996,
Sözen, 1999; Barret, 2000, p.184). The mystical making
situation describes ideological side kept in mass media
as well. Ideology, carried by Media implicitly, expresses
dominance over meaning with reference to techniques
which media is subject to create discourse. The crucial
point is that media depends on some discourses to create
meaning and reader/ listener/ audience keeps individual
in cognitive frame of those discourses. Media, which
is one of the primary sources of meaning schemas in a
society, paves the way for establishing different social
maps to determine social peripheries. A lot of studies
about characteristic of media have been presented. For
instance, the most of studies of Van Dijk focus on subject
of ethnic prejudice 2 and racism created by news of
Europe in 1980s. Van Dijk exposes that Western Media
has a negative approach against minority, refugees and
migrants and negative publishes are created against those
groups. Van Dijk represents that the negative approach
in Europe has been created against people of the Third
World countries and this kind of situation reinforces
prejudice, discrimination and intolerance. Also Gonul
Erhan discourses that a Turkish identity or Turkish image,
abstracted from history politically or culturally, has been
created on news about Bulgarian Turkish published on
Televisions and Movies through her article with name of
Stereotypes and Reconstitution of Social Memory in the
2
One of the common and serious problem of prejudice is
marginalization (Van Dijk, 1987, p.8) according to Van Dijk
50
Nesrin Canpolat; Songül Omur (2014).
Cross-Cultural Communication, 10 (5), 49-54
2. CASE STUDY: FOREİGN BRİDE
GAME SHOW
United States: A Balkan Exodus and Midnight Express
Revised3 (Sözen, 1999a, pp.129-130, 139).
Television is one of the most effective courses
classifying social group members as “on us” and “other”
as well media is. Television either incloses and excludes
others through its discourses. (Uluç, 2009). Postman,
expressing the question about effect of television on us
is set aside, expresses the question seems stranges as if it
is asked what is effect of having eye and ear. Television
became a culture according to Postman. Subject of
his speeches is composed of television. Also those are
considered as data beyond dispute and accepted as natural.
Television creates meaning schemas in minds through
it, as being aware of this, televises images of others
symbolically and eliminates some of them. Therefore,
television is not an environment, where images flow and
echo only, but it is a tool, where individuals construct
their identities, define themselves and reflect their fears,
dreams and wishes related to others (Postman, 1994, p.91;
Gönen, 2010, p.88; Uluç, 2009, p.124). Of course, the
emphasized point is not about television is only function
of marginalization but it is about importance of it on
internalization and spreading marginalization practices.
In this study, game show, which was broadcasted live and
where the program aimed to add an individual outside of
Turkey with different language, religion and culture to a
traditional Turkish family, will be examined on the basis
of using media as marginalization device.
Foreign Bride Game Show, has been broadcasted on
National Star TV and Star TV Euro channel broadcasts for
abroad audiences. Sema Öztürk, who is frontman of the
game show, expressing that there has been no broadcast
in the World and it is broadcasted in Turkey firstly and
aim of program is to introduce and date 10 young girls
brought from all over the World to Turkey with 5 Turkish
guy through considering religion, language and cultural
differences at a home equipped with cameras. Öztürk,
qualifying the game show as date competition but not
marriage competition, emphasizes on if competitior may
fall in love during competition who they do not fall in
love during their love or if Turkish guys may fall in love
with forcing candidates. Also audiences may have chance
to learn about perspective of foreign girls who tries to
fall in love in Turkey according to Öztürk. Participation
of mothers of men candidates is also possible as well as
man and woman candidates within the program format.
Bride candidates will live at this home together with
those mothers during 3 months and they will try to make
mother and men like them. Winner will have an award
of 100 thousand TL at the end of competition. Also each
bride candidate participated into competition has achieved
to win 3000 Euros. Study is composed of the first seven
episodes of the program of 3 months. Researcher stopped
watching other episodes of game show due to repeat
discourses and detection of discourses set forth the aim
of the competition took place. Any research method and
content is not good enough to explain all of the world in
sociology studies. As willing emphasized “our perceiving
and experiences are never reflection of environmental
conditions directly”. It must be considered as reading of
those conditions. It does not mean that we never know
something really; informations means true instead of more
information (Aygül, 2012, p.196).
1. METHOD
Program will be evaluated through using critical discourse
analysis method. Fairclough and Wodak summarize
fundamental principals of critical discourse analysis
as: critical discourse analysis refer to social problems;
power relations are discursive; discourse builds society
and culture; discourse processes ideologically; discourse
is historical; relation among text and society is indirect;
discourse analysis is interpretative and explanatory;
discourse is form of social activity. Analysis will be
carried based on a method with the name of device
and formations where strategies, correlated contents
are transferred into discourses to find answers of
questions in discourses studies of (Aygül, 2012, p.196;
Büyükkantarcıoğlu, 2012, p.179) and of Discourse
Sociology Model of critical discourse analysis established
by Habermas and Foucault through being effected by
philosophical theory, on the one hand, in the sense of
sociological perspective of Basil Bernstein, Ruth, Wodak,
Rudolf de Cilia, Martin Reisigl, Karin Liebhar and
Fairclough participated later.
3. ANALYSIS
Vienna School looks at answers to questions below
through discourse: Which linguistic selections must be
referenced for individuals and groups? What kind of
characteristics must be attributed to those individuals
and groups? What kind of arguments must be used
for rationalizing ideological theory andconsideration
as acceptable during marginalization period? What
kind of perspective must be used for presenting labels,
references, arguments? Shall ideological statements
must be expressed implicitly and indirectly or explicitly?
(Büyükkantarcıoğlu, 2012, p.180). School philosophers
have adopted a method aimed at determination of three
different dimensions as linguistic tools and formations
which strategies and correlated content in discourse is
transferred into discourse to answer those questions. The
3
Please see for article details: Gönül, E. (1990). Stereotypes and
Reconstitution of Social Memory in the United States: A Balkan
Exodus and Midnight Express Revised. The Turkish Association
Bulletin, 14(2), September Indiana, 194-208.
51
Copyright © Canadian Academy of Oriental and Occidental Culture
Utilization of Media as a Tool for Marginalization:
Foreign Bride Game Show Example
method which is monitored by school to find answers in
concept of the study.
Thematic context must be determined within the
first stage, content stage. Participators, events, matters,
motions, subjects, periods are divided as crucial units
in a thematic context. Participation of 10 foreign girls,
5 Turkish mothers and son candidates through election
among thousands of applications from all over the world
into game show, which is studied, is discussed. Countries
and name of young competitor girls competed on game
show “Foreign Bride” are; Akvilina from Lithuania,
Nishona from Uzbekistan, Lorraine from Netherland,
Sergiyye from Azerbaijan, Guelioussia from United
States of America, Veronika from Russia, Almirena from
Hungary, Aliya from Kazakhstan, Maria from Russia
and Olga from Norway. Cities and names of Turkish
competitors who participated with their mothers are;
Hasan and his aunt Mrs. Emine from Kayseri, Halim and
his mother Mrs. Hülya from Konya; Taner and his mother
Mrs. Aysel from Kocaeli-Gebze; Suat and his aunt Mrs.
Zehra and Kaan and his mother Mrs. Nejla from Istanbul.
By interns stage which determined at the second stage
by Vienna School, it must be determined which discourse
strategies shall be used for correlating intellectual
intangible schemas. It is possible that a particular meaning
can be transferred into communicational period through
using different linguistic strategies. When observation
mentioned program in sense of linguistic strategies, at
the beginning of the first episode of the program, it has
been detected that equality and integration concepts
were emphasized instead of Turkish Identity and Turkish
Culture discourse. But some of word choices in the further
episodes of the program were expressions of Turkish
men, Turkish usage, foreign girls. In addition to that the
most of sentences used by Turkish competitors have the
characteristics of Turkish identity and Turkish Culture,
those may be considered as crucial readings in sense of
strategies.
According to that competitor candidates expressed
themself during introduction period as “I am exactly
an Anatolian woman and I will inculcate our foods and
traditions to them”, “My aim is to know somebody
from different culture and to inculcate our traditions and
introduce ourself to them”, “Difference among culture
is huge”. Questions of frontman Sema Ozturk like
“How a foreign girl can adopt Turkish Culture”? “All of
competitor girls are foreign and they do not know about
Turkish Culture” “As I see any of foreign girl did not
kiss mothers’ hand” can be considered in this context.
Because, frontman tries to orientate competitors to sit
what frontman wants them to say. Kissing somebody’s
hand4, special to Turkish culture, which does not come to
either audiences and competitor mothers’ attention at the
beginning, is overemphasized by frontman. As a result of
awareness created by frontman, mothers reacted to foreign
girls. Guelioussia from USA responded against kissing
somebody’s hand like “Kissing somebody’s hand was
demanded and I considered it strange. Kissing hand of
somebody who I do not know was demanded. I kiss hand
of somebody or man I love but it is strange to respect in
this way”, Loreina from Netherland “I really want to kiss
hand of somebody if she is old” as response to mothers’
reaction.
But, Foreign Bride Home game show connected to
Arim Balim Petegim TV Show, which is broadcasted
live on Star TV, for entertainment by further episodes
and kissing somebody’s hand issue was revived by
frontman, Petek Dinçöz, after performing songs together.
Petek Dinçöz made bride candidates to kiss mothers’
hand through expressing like “For Shame! Hands of our
mothers are kissed, age of them is not matter we said”.
Participation of Petek Dinçöz to game show may be
expressed through scenario theory. The theory, insisting on
improving effect of television on knowledge and beliefs
of human about the world, is a matter of scenarios created
for particular behaviours rather than characteristics of
model presented on TV (Çoloğlu, 2009, p.66). In this
context, Petek Dinçöz, who is frontman of another tv
show, featured behaviours of bride candidates through
making them to kiss hand, which is considered strange at
the beginning of TV show, as ignoring characteristics and
thoughts of candidates by scenarios created.
At the third stage; It is detected that which tangible
units are used to structure discourse in strategical theory
like word selections, figure of speech, metaphor, syntaxes
(Büyükkantarcıoğlu, 2012, pp.181-182). In this context,
the point, overemphasized in the first stage, is about
cultural exchange to be taken place. A lot of Turkish
Culture and Turkish Characteristic patterns have taken
place too much while discourse or factors belonging to
cultures of people from Usa, Netherland, Hungary and
other countries have not been taken place or taken place
merely within episodes observed; several surprises are
prepared for competitors according to program format.
It has been detected that surprises prepared are all about
Turkish culture like steak tartar a la turca party, folklore
group and other Turkish activities. Girls, drawing attention
with their modern dressing style, who works as a model,
are televised with a scarf on their heads and kilts when
folklore group comes. Performing songs (national musics)
like Canakkale Icinde, Olurum Turkiye’m and not allow
for song, food culture and any performing belonging to
bride candidates are considered as a strategy to set Turkish
Culture forth.
Another point, drawing attention from the point of
the study, is that mothers of groom candidates tried to
teach Turkish language to bride candidate girls as of the
first episode. Turkish competitors have expressed that
4
Kissing Hand tradition, which is crucial part of Turkish Culture, is
considered as symbol of respect to older or notable people in Turkey
while it is considered as flirting or courtesy.
Copyright © Canadian Academy of Oriental and Occidental Culture
52
Nesrin Canpolat; Songül Omur (2014).
Cross-Cultural Communication, 10 (5), 49-54
they could use body language and even eggy peggy,
if necessary, to keep in touch with foreign girls in the
introduction episode of the game show, but Mrs. Zehra,
one of the mothers in the game show, tried to teach
Turkish to foreign girls through using white board and
board maker. Foreign girls made an effort to Turkish
language till lately of the midnight. Translation from
English to Turkish and Turkish to English is available.
But mothers felt that they need to teach Turkish language
to foreign girls. Another point, drawing attention during
the game show, is that Turkish candidate does not make
any effort foreign girls’ main language even though bride
candidate girls make effort to Turkish language.
Culture is a factor making people come together and
distinguish them from others. Religion and language are
commonly used, distinctive qualifications but traditions,
institutions, rules, folklore, architecture, dressing, food,
music, art and even color, physical appearance may
increase differences or take place of them (Smith, 2002,
p.51).
Each society overemphasizes on cultural values and
makes an effort to legate those cultural values. They
had thought without corrupting it, to next generations.
Islam religion which is a crucial part of Turkish Culture
provides occurence of national identity. Islam has a crucial
role over national identity which is exhibited by Turkists.
Turkists had acted as Turkish Muslim while they have
been mainly establishing mainly line of Turkism (Sarınay,
1994, p.172).
In this context, It has been considered that establishing
Islamic discourse was attentive within the game show
format. Competitors have been monopolized during
Turkish bathroom enjoyment and in historical places
and sacred places of Istanbul. Sightseeing tour begins
by visiting mosque which is prayer room for Turkish
people. Turkish people have been monitored while they
have been praying in mosque. The monitored mosque
and competitors praying is one of the factors supporting
Islamic discourse. It is another factor supporting this
discourse that Mrs. Hülya from Konya, one of the
competitors, tried to teach Lorena from Netherland and
Akvilina from Lithuania how to perform ablution and
pray (Islam religion). This explanation makes us to think
about theory that places like Hagia Sophia Museum,
mosque, Turkish bathrooms and visual elements like kilt,
prayer rug, scarf has been picked and chosen. All those
elements, which are one of the most important factors
among reasons make us to think about it, are adopted by
people who live in society.
There are two categories of marginalization policy
as We and They, and enemy and friend. Characteristics,
distinguishing us from them, are emphasized and good
characteristics are considered belonging to us and
bad characteristics are considered belonging to them.
Exaggerating ‘other” concept and increasing distance
among “I” and other is resulted by Modernity made
familiar I and “We”. (Tuksal, 2001, p.592). Mother
started to act reverse as they have said that there would
be no discrimination and they would live in harmony in
the first episode of the game show. Mrs. Zehra, who is
one of the competitors, said “Foreign girls can not touch
Turkish girls and I kiss Turkish girls” and Veronika from
Russia responded to Mrs. Zehra as “Since they would
discriminate then why did they come to foreign bride
home”. Mrs. Cevahir and Mrs. Aysel, who are one of the
competitors, said “Foreigngirls can not adopt traditions
and keep pace with us as Turkish girls do”. Akvilina
from Lithuania responded as “Mothers want us to be
Turkish Girl”. Expressions, said by Turkish and foreign
competitors, show applying of marginalization policy up.
CONCLUSION
The matter, about which linguistic elections are used for
reference about individuals and groups who are the first
question that Vienna School look for answers at discourse
within the program analysed, has been detected through
description of Turkish men, Turkish culture and traditions,
foreign girls and Anatolian woman. Answer to what kind
of characteristics are ascribed to individual and groups? is
given by some expressions of mothers ascribed unsuitable
identity specifications to girls through saying like “Foreing
girls can not adopt traditions and keep pace with us
as Turkish girls do” and other mother ascribed perfect
identity specifications to Turkish girls through saying
“Foreign girls can not touch Turkish girls”. Question,
about what kind of arguments are used for rationalizing
ideological theory and making it acceptable during
marginalization period, has been commonly shared among
cultures and distinctive elements like language, religion,
institutions, rules, architecture, dressing, food, music and
arguments has been used. Those are the crucial instances
like steak tartar a la turca party, folklore group surprise,
girls are televised with a scarf on their heads and kilts with
folklore group, performing songs (national musics) like
Canakkale Icinde, Ölürüm Turkiye’m and not allow for
song, food culture and any performing belonging to bride
candidates. Besides that mothers of groom candidates
tried to teach Turkish language to bride candidate girls as
of the first episode. Foreign girls made an effort to Turkish
language, Turkish candidate does not make any effort
foreign girls’ main language even though bride candidate
girls make effort to Turkish language. Sightseeing tour
begins by visiting mosque which is prayer room for
Turkish people. Turkish people have been monitored
while they have been praying in the mosque. One of the
mothers tried to teach one of the girls how to pray. Also,
television is considered as a place where we determine
and establishing our identity through expressions of
Turkish men, Turkish traditions, foreign girls coming into
focus in the game show. Emphasises of mothers like “ I
am exactly a Anatolian woman and I will teach them our
53
Copyright © Canadian Academy of Oriental and Occidental Culture
Utilization of Media as a Tool for Marginalization:
Foreign Bride Game Show Example
tradition as an Anatolian woman”, emphasis of frontman
like “all of young girls are foreign, any of them know
about Turkish culture, as I see any of them kiss mothers’
hand” gave tips about television is a platform where we
reflect our fears, dreams, desires about others. There has
been no aim about there would be cultural exchange even
though it had been emphasized at the beginning of the
program, and on the other hand, marginalization strategies
have been adopted. The crucial role, undertaken by media
during marginalization discourse, is to use a lot of mark or
symbol, which is crucial in the sense of national identity,
toward audiences without being noticed or explicitly.
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